Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

research questions: RQ 1: How have their goals, as non-traditional students, evolved as they have transitioned into a doctoral program? RQ 2: What factors impact the agency of individuals pursuing their goals in dual roles, as doctoral students and higher education administrators?In the sections that will follow, we will discuss the framework used to guide this study, followedby the methodology that was utilized. We then analyze the findings and conclude with adiscussion on the implications and future research work.Conceptual Framework According to the social cognitive theory, people influence their own motivations andactions within a given system, and thus Bandura (1989) explains how “this model of

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

Tagged Topics

CoNECD Paper Sessions, Diversity

frameworksuggests that school counselors can play a pivotal role in promoting equity within STEM. Thereare three stages of capacity building against which counselor skill development efforts andpractices could be examined: 1) counselors’ awareness and knowledge of the professionalSTEM landscape and career pathways, 2) counselors’ communication about STEM fields withstudents, and 3) counselors’ skill development toward cultivating more diverse STEM talentconsidering individual factors and sociocultural contexts. Together the three stages suggest thatschool counselors must consider factors which might lead to inequities in STEM by gaining anawareness of STEM specific equity issues. Such awareness will allow school counselors toengage in communication and

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

Tagged Topics

CoNECD Paper Sessions, Diversity

engineering students. In 2022, Tamara received the Key Contributor Award from NSBE Region 1 for her continued efforts in supporting students in engineering. Tamara received her bachelor’s degree in Afro-American Studies and a master’s degree in Education Leadership and Policy Studies with a specialization in Higher Education, both from the University of Maryland, College Park. Tamara is a doctoral candidate in Higher Education at SU where she serves as an adjunct instructor teaching classes on identity development and the intersections of race, ethnicity, gender, sexuality, disability, spirituality, and social class. Her research interests include broadening participation in STEM, identity, diversity, equity, inclusion

Conference Session

Session 10 - Track 2: Get Outside and Learn (GOAL) Engineering Kits

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Bishop, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Paige E Smith, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park

Tagged Topics

CoNECD Paper Sessions, Diversity

community to University of Maryland 2 | eng.umd.eduEquity-centered engineering starts with K-12 education. The GOAL Engineering Kitsseek to close the opportunity gaps in engineering education by:1. Supporting a pathway for K-12 students to engage with high quality engineeringactivities, with a current focus on middle and high school students and especiallyhistorically underrepresented and first generation students.2. Supporting local K-12 educators with integrating engineering activities, includingteacher curriculum support and connecting students and teachers to highereducation and admission pathways.3. Empowering undergraduates to engage with their local community and educators,including focusing on incorporating DEI in the design